Competencies for the use of educational technologies of higher level teachers. Longitudinal analysis of the period 2012-2017 in Latin America

Abstract

This article presents the first results of a longitudinal and comparative study of surveys carried out between 2012 and 2017 on 1829 cases of university professors from public and private institutions in Argentina and Latin America. Such results reveal university professors´ teaching competencies to implement information and communication technologies (ICT) and technologies for learning and knowledge (TAC) in their classrooms. The research is about analyzing the training and attitude of the teacher for the academic use of these technologies and understanding the state of the innovation process in a transforming educational scenario. The variables "preparation” and “attitude” are considered as structuring elements of the “competence” construct linked to the pedagogical use of ICT and to the innovative profile of the university professor that must be characterized.